97,487 research outputs found
Joshua Davis: Author of Spare Parts
No full textCitation: K-State First (2016). Joshua Davis: Author of Spare Parts [Flier]. Manhattan, Kansas: K-State First.Flyer advertising Joshua Davis's author talk at Kansas State University
Steven Johnson Author Talk Poster
No full textK-State Book NetworkA poster advertising an author talk by Steven Johnson at Kansas State University on September 3, 2014. Steven Johnson's book "The Ghost Map" was the 2014-2015 common book
New Abrasive Coatings: Abraded Volume Measurements in Ceramic Ball Production
No full textTechnological progress in hybrid bearings developed high wear and abrasion resistant materials for rolling elements. The manufacturing process of bearing balls presents new challenges, as nowadays, it requires time-consuming and costly processes. In this frame, the bearing manufacturing industry is demanding improvements in materials, geometry, and processes. This work aims to investigate new abrasive coatings for grinding wheels for Si3N4 ball manufacturing. Tribological pin on disk tests are performed on samples of grinding materials (disk) versus a Si3N4 ball (pin). Two samples of specimens coated with an electrodeposited diamond and diamond-reinforced metal matrix composite are examined to measure the abrasion rate and the wear resistance of Silicon Nitride Si3N4 balls, considering the influence of sliding speed and the effect of coating deposition on diamond particle density and granulometry. The measurements estimated the specific wear coefficient k, the height wear surface h, and the wear rate u of the Si3N4 balls. The results pointed out that by increasing the sliding speed, the abraded volume increases for both the coatings. The parameters affecting the abrasion effectiveness of both the coatings are the surface roughness, the abrasive particle dimension, and the sliding speed
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Expanding “Communities and Collections” in the K-State Research Exchange (K-REx) to benefit the K-State Community and Beyond
No full textKansas State University has used its institutional repository, the K-State Research Exchange (K-REx), to store and share its first year experience program, K-State First, and notably its common reading program, K-State First Book. We have done so with the aim that the accessibility and preservation of these documents ensures program stability, promotes engagement with first year programming, and provides the ability to foster growth,educational opportunities, and community building outside of K-State. Moving away from research concentrated repositories and taking a more holistic approach to scholarship, especially when realizing the pedagogical significance of collaborative campus programming, institutions can showcase, discover, preserve, and grow programs that shape campus communities and engagement.
This session will provide an overview of K-REx and spotlight the digital archive of the university’s first year experience program and common reading program, K-State First Book. We will discuss the benefits and challenges to expanding the purview of your repositories. We talkthrough the types of materials we decide to host in our repository and why we share what we do. We will also provide recommendations on new ways to evaluate what belongs in institutional repositories and how this diversity can benefit your program, your institution, the community, and others
Ready Player One Program Event Poster
No full textK-State Book NetworkA poster advertising an author talk by Ernest Cline at Kansas State University on October 10, 2013. Ernest Cline's book "Ready Player One" was selected as the 2013-2014 common book
Depolarization and decreased surface expression of K+ channels contribute to NSAID-inhibition of intestinal restitution
No full textNon-steroidal anti-inflammatory drugs (NSAIDs) contribute to gastrointestinal ulcer formation by inhibiting epithelial cell migration and mucosal restitution; however, the drug-affected signaling pathways are poorly defined. We investigated whether NSAID inhibition of intestinal epithelial migration is associated with depletion of intracellular polyamines, depolarization of membrane potential (Em) and altered surface expression of K+ channels. Epithelial cell migration in response to the wounding of confluent IEC-6 and IEC-Cdx2 monolayers was reduced by indomethacin (100μM), phenylbutazone (100μM) and NS-398 (100μM) but not by SC-560 (1μM). NSAID-inhibition of intestinal cell migration was not associated with depletion of intracellular polyamines. Treatment of IEC-6 and IEC-Cdx2 cells with indomethacin, phenylbutazone and NS-398 induced significant depolarization of Em, whereas treatment with SC-560 had no effect on Em. The Em of IEC-Cdx2 cells was: −38.5±1.8mV under control conditions; −35.9±1.6mV after treatment with SC-560; −18.8±1.2mV after treatment with indomethacin; and −23.7±1.4mV after treatment with NS-398. Whereas SC-560 had no significant effects on the total cellular expression of Kv1.4 channel protein, indomethacin and NS-398 decreased not only the total cellular expression of Kv1.4, but also the cell surface expression of both Kv1.4 and Kv1.6 channel subunits in IEC-Cdx2. Both Kv1.4 and Kv1.6 channel proteins were immunoprecipitated by Kv1.4 antibody from IEC-Cdx2 lysates, indicating that these subunits co-assemble to form heteromeric Kv channels. These results suggest that NSAID inhibition of epithelial cell migration is independent of polyamine-depletion, and is associated with depolarization of Em and decreased surface expression of heteromeric Kv1 channels.ID: S0006295207001931; M3: Article; Accession Number: S0006295207001931; Author: L.C. Freeman (b); Author: D.F. Narvaez (a); Author: A. McCoy (a); Author: F.B. von Stein (c); Author: S. Young (b); Author: K. Silver (a); Author: S. Ganta (b); Author: D. Koch (b); Author: R. Hunter (b); Author: R.F. Gilmour (c); Author: J.D. Lillich (a, ⁎); Affiliation: Department of Clinical Sciences, Kansas State University, Manhattan, KS 66506, United States; Affiliation: Department of Anatomy and Physiology, Kansas State University, Manhattan, KS 66506, United States; Affiliation: Department of Biomedical Sciences, Cornell University, Ithaca, NY 14853, United States; Keyword: Non-steroidal anti-inflammatory drugs; Keyword: Intestinal epithelial cells; Keyword: Membrane potential; Keyword: Potassium channels; Number of Pages: 12; Language: English;Source type: Electronic(1)http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0006295207001931&site=eds-live&scope=sit
New Concepts in Ancient Languages: Greek and Latin (and beyond) in the First Christian Letters
No full textThe First Epistle to the Corinthians written by Clement of Rome is one of the first Christian texts spread in the Western Roman world, together with the New Testament versions of the so-called Vetus Latina. The Epistle has been given much attention with regard to both doctrinal and linguistic aspects, but generally in relation to the original Greek version of the text. By contrast, this study examines its translation into Latin, which is interesting for several linguistic and textual reasons.
In fact, the Latin translation witnesses some peculiar traits of the Latin language used by the Christians of these early centuries. On the textual level, it shows the adaptation of a genre, the epistle, and its remodeling based on the main, basic goal of spreading the Christian creed. This goal makes the Epistle as a part of a genre that is halfway between orality and writing, between an instrument of communication and an exegetical and normative text.
On the linguistic level, some features of the Latin version allow us to grasp both the innovative nature of the language and its relationship with the original Greek text.
However, both languages have to deal with the cultural contents of the new religion of which the Epistle is an exceptional witness, because it did not enter the canonical texts of the Church, and this probably preserved it in its original form, without the revisions that the Gospels and the Epistles of the Apostles have undergone.
This paper presents some linguistic traits that are useful to demonstrate the interest that the Latin version of the Epistle deserves
O PROFOR/UFSC como território de formação docente
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em EducaçãoA presente pesquisa investiga o grau de contribuição do Programa de Formação Continuada para Professores da Universidade Federal de Santa Catarina - PROFOR - para o desenvolvimento da profissionalidade docente dos professores ingressantes. O seu objetivo é analisar em que medida o PROFOR é considerado pelos professores ingressantes que dele participaram no período 2010-2011 um território legitimado de formação para a docência na Educação Superior. É uma pesquisa qualitativa. Foram entrevistados os cinco professores que coordenaram o Programa de 2007 a 2011 para perceber a intensidade da institucionalização do referido programa na universidade. Por meio de um questionário online direcionado aos professores ingressantes, foram colhidas informações sobre o trabalho docente e sobre o PROFOR, para apreender os significados da experiência de formação que os professores ingressantes viveram no PROFOR. Foram 77 os questionários que retornaram de um total de 442. O aporte teórico baseou-se nas concepções de espaço, lugar e território (CUNHA, 2009) e suas relações; no conceito de ações pedagógico-didáticas (RAMOS, 2010); e de profissionalidade docente (SACRISTÁN, 1995; BAZZO 2007). Como resultados, constatou-se uma reduzida oferta de cursos de cunho didático-pedagógico no período investigado, ou seja, poucos foram os cursos/seminários/palestras etc. que contribuíram diretamente para a constituição e o desenvolvimento da profissionalidade docente dos professores investigados. O Programa, portanto, não é percebido pelos professores ingressantes como um território legitimado de formação para a docência, uma vez que possui uma orientação e uma organização ainda bastante tecnicista, que pouco prioriza os aspectos pedagógicos na formação proposta no período investigado. Trata-se, consequentemente, de um espaço de formação pedagógica que ainda contribui pouco para o desenvolvimento da profissionalidade docente dos professores ingressantes, os quais não tomaram para si esse espaço por uma série de limitações, imposições e dificuldades, revelando a não incorporação da importância do Programa na instituição como um todo.This study looks at the activities of professionals working in the pedagogical sectors at universities. Pedagogical assistants are technicians in educational issues of higher education who assist department coordinators and professors in educational planning activities, department evaluation and continued pedagogical education. The purpose of the paper is to analyze the activity of these professionals and their contribution to the innovation of undergraduate teaching. Pedagogical assistants and professors from departments in three fields of knowledge and professional fields were interviewed: health, engineering and law, at a community university in Santa Catarina State. The interviews followed a previously established set of questions and were recorded and transcribed. Their content was categorized to identify the actions commonly conducted by the pedagogical assistants in their interactions with professors and the concepts about teaching and pedagogical innovation held by these assistants. The analysis established relationships between the concepts of education expressed by the pedagogical assistants and by the professors and discussed the opportunities the pedagogical assistants have to contribute to innovating educational practices at the university. It is based on the principal that reflexive concepts of a professor about their own practice or of the technical specialist professor (CONTRERAS, 2002) do not contribute very much to pedagogical innovation as much as the concept of the professor as a transformative intellectual, which is characteristic of university pedagogy (LEITE, 1999) as a subsystem of innovation (SACRISTÁN, 2000) of university practices. The study concluded that the concepts of teaching held by the pedagogical assistants at the private community university studied are based on a view of the professor as someone who must reflect individually on her practice with support from the pedagogical assistant to develop as a teacher, a concept that does not correspond to the idea of the professor as a transformative intellectual. Thus, although the presence of pedagogical assistants is important for the development of teacher education of university professors, pedagogical assistance still has a limited scope in the promotion of innovation at universities
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